open hs digital futures presentation sdd t1 07

Open High School Digital Futures ProjectOpen High School Digital Futures Project

Dimensions and challenges of a digital learning platformDimensions and challenges of a digital learning platform

School Development Day 29School Development Day 29thth Jan 2007 Jan 2007

OHSLanguages by Distance Education

New Dimensions of LearningNew Dimensions of Learning

FACTS and PREDICTIONSFACTS and PREDICTIONS

70% of job descriptions and workplace skills in 2025 have 70% of job descriptions and workplace skills in 2025 have not yet been identified. not yet been identified.

The human experience can be captured, replicated and The human experience can be captured, replicated and simulated – digitally – stored, manipulated and distributed.simulated – digitally – stored, manipulated and distributed.

Conventional language structures will be complemented by Conventional language structures will be complemented by many ‘new’ digital languages eg SMS. This trend will many ‘new’ digital languages eg SMS. This trend will accelerate.accelerate.

Connectivity and mobility of ICT is revolutionising how we Connectivity and mobility of ICT is revolutionising how we accumulate, organise, assimilate and distribute information accumulate, organise, assimilate and distribute information – copper replaced by wireless.– copper replaced by wireless.

New Dimensions of LearningNew Dimensions of Learning

FACTS and PREDICTIONSFACTS and PREDICTIONS

‘‘Smokestack’ industrial models of learning are being Smokestack’ industrial models of learning are being challenged challenged - Linear with controlled entry pointsLinear with controlled entry points- space & time dependent and constrainedspace & time dependent and constrained- hierchial knowledge structures eg syllabus hierchial knowledge structures eg syllabus

Content will disappear as the ‘engine’ of curriculum delivery and Content will disappear as the ‘engine’ of curriculum delivery and be replaced by process and thinking skills based frameworks.be replaced by process and thinking skills based frameworks.

24/7/365 access to digital personal learning assistants (digital 24/7/365 access to digital personal learning assistants (digital mentors) will become an ‘everyday’ conventional learning toolmentors) will become an ‘everyday’ conventional learning tool

Souths will win in 2007Souths will win in 2007

So What?So What?

In 2004 28% of Australian households In 2004 28% of Australian households routinely accessed the following routinely accessed the following information primarily online:information primarily online:

(1)(1) Sports results and betting oddsSports results and betting odds(2)(2) WeatherWeather(3)(3) Financial marketsFinancial markets(4)(4) Employment adsEmployment ads(5)(5) Classified ads (real estate, motor vehicle Classified ads (real estate, motor vehicle

and recreational equipment)and recreational equipment)(ABS 2004)(ABS 2004)

In 2010 this will have increased to In 2010 this will have increased to 75%75%

(ABS 2004)(ABS 2004)

In 2003 approx 750,000 Australians In 2003 approx 750,000 Australians accessed the internet on a routine accessed the internet on a routine basis to participate in an online basis to participate in an online learning course – approx 4% of the learning course – approx 4% of the populationpopulation

(ABS 2004)(ABS 2004)

By 2010 this will increase to 6.4 By 2010 this will increase to 6.4 million – approximately 30% of the million – approximately 30% of the populationpopulation

(ABS 2004)(ABS 2004)

By 2015 this will have increased to By 2015 this will have increased to 72%72%

(ABS 2004)(ABS 2004)

Four fundamentals of learning Four fundamentals of learning design in 1895design in 1895

Fixed content. A Determinist Fixed content. A Determinist curriculum – ie teacher controlled and curriculum – ie teacher controlled and moderatedmoderated

Single learning modeSingle learning mode Learning occurs in same place/same Learning occurs in same place/same

timetime Assessment managed and controlled Assessment managed and controlled

by teacher by teacher


Fixed content. A Determinist Fixed content. A Determinist curriculum – ie teacher controlled and curriculum – ie teacher controlled and moderatedmoderated

Single learning modeSingle learning mode Learning occurs in same place/same Learning occurs in same place/same

timetime Assessment managed and controlled Assessment managed and controlled

by teacher by teacher


(a)(a) Negotiated content driven by process Negotiated content driven by process and thinking skills frameworks - A and thinking skills frameworks - A Constructivist CurriculumConstructivist Curriculum

(b)(b) Multi mode (Blended Learning)Multi mode (Blended Learning)

(c)(c) Flexibility in time and spaceFlexibility in time and space

(d)(d) Assessment negotiated and managed Assessment negotiated and managed by teacher and student by teacher and student

They’re out there man!They’re out there man!

(1)(1) Distance Education as a paper Distance Education as a paper based delivery system is based delivery system is unsustainable – NSW >$75,000 per unsustainable – NSW >$75,000 per month by snail mailmonth by snail mail

(2)(2) Alternative digital delivery models Alternative digital delivery models are beginning to appearare beginning to appear

(3)(3) Bean counters count!Bean counters count!

(4)(4) Our clients are digital consumers – Our clients are digital consumers – connectivity is expanding connectivity is expanding exponentially exponentially

SO……..SO……..

The challenge is to provide a flexible and The challenge is to provide a flexible and blended curriculum delivery model that blended curriculum delivery model that meets the learning needs and styles of a meets the learning needs and styles of a diverse student bodydiverse student body

ANDANDAt the same timeAt the same time

Enriches students’ learning Enriches students’ learning ANDAND

Provides students with greater control over Provides students with greater control over their learningtheir learning

Building our Strategic e-Building our Strategic e-learning Plan - A Five Phase learning Plan - A Five Phase

ProcessProcess Strategic Analysis, Planning and goal setting - Strategic Analysis, Planning and goal setting -

building the visionbuilding the vision Strategies and Resource RequirementsStrategies and Resource Requirements Organisation, Management and Administrative Organisation, Management and Administrative

strategiesstrategies Metrics and benchmarking (milestones and key Metrics and benchmarking (milestones and key

indicatorsindicators ImplementationImplementation EvaluationEvaluation

STEP 1STEP 1Conduct a Strategic Analysis ie Conduct a Strategic Analysis ie

Planning and goal settingPlanning and goal setting

Think AboutThink About

Who are we? ie What’s our core vision or school Who are we? ie What’s our core vision or school purpose?purpose?

HOW DOES THIS FIT INTO……………………………….HOW DOES THIS FIT INTO……………………………….

Where do want the school to be in terms of e-Where do want the school to be in terms of e-learning in 1-2 years?learning in 1-2 years?

Where do want to be in 3-5 years?Where do want to be in 3-5 years?


Our student enrolment profileOur student enrolment profile The role of training to implement The role of training to implement

change and sustain improvements change and sustain improvements (Strategic directions/strategies)(Strategic directions/strategies)

How do we compare to the ROW?How do we compare to the ROW? How do we compare to the vision?How do we compare to the vision? What do we need to do to achieve the What do we need to do to achieve the

vision?vision?

STEP 2STEP 2 Conduct an analysis of Conduct an analysis of school’s Strategic directions, school’s Strategic directions, Targets and strategies and Targets and strategies and learning performance learning performance requirementsrequirements


Learner analysisLearner analysis of existing and new learners of existing and new learners – identify psychological, cultural – identify psychological, cultural organisational and sociological needs and organisational and sociological needs and readinessreadiness

Learning environment analysisLearning environment analysis – identify – identify current structures and processes within the current structures and processes within the school that provide individualised, self school that provide individualised, self motivating and collaborative learning motivating and collaborative learning environments and learning community environments and learning community

Content analysisContent analysis – usability, development, – usability, development, administration, management, sharingadministration, management, sharing


Technology AnalysisTechnology Analysis – what – what technology and tools are available, technology and tools are available, ready and useful and meet learner ready and useful and meet learner needs including help desk capabilityneeds including help desk capability

Teacher training AnalysisTeacher training Analysis – face to – face to face and online solutionsface and online solutions

Digital whisperDigital whisper

toto

Digital VoiceDigital Voice

Open High School Digital Futures Project 2006Open High School Digital Futures Project 2006

Issues and Challenges

System Inertia

• Declining capacity of face to face schools to provide curriculum diversity and continuity in languages - particularly critical in rural NSW

• Broader community perception of the declining relevance of languages in the curriculum

• High ‘drop out’ rates (Languages regarded as the ‘disposable elective) 12 10 units of study Yr 11 into Yr 12



System Inertia

• Gender imbalance - 70% female

• Declining number of new language teachers

• Discounting of language courses’ contribution to UAI scores



• Paper based ‘turn the page’ learning paradigm ie linear and sequential that lacks multiple entry points for learners.

• Heavy reliance on a single delivery (paper based/analog) mode.

• Generic ‘one size fits all’ content model.

Systemic ‘anchors’ of NSW DE Delivery Model



• Low level of teacher control over content development.

• Learning that is content rather than process driven.

• Heavy reliance on ‘drill and repeat’ learning.

• Emphasis on low order cognitive ‘reach’ in learning activities.

Systemic ‘anchors’ of NSW DE Delivery Model



• Immediacy of response on enrolment

• Immediacy of feedback to students when work submitted

• Timely information flow to key stakeholders (supervisors and parents/carers

DE Curriculum Delivery Imperatives



• High level of supervisor support in home schools

• Effective tracking and monitoring of student progress

• Capability to track and monitor materials production compilation, storage and retrieval

DE Curriculum Delivery Imperatives


Building student success

Embedded use

- Distribution of paper based content via mail

- Telephone lessons (incl some teleconferencing)

- Study days & tutorials at Open High School

- Visits to students in their schools (Field Service Visit)

Current Picture



Variable use of:

- email

- online asynchronous collaboration through ‘Nicenet’ bulletin boards

- Learning Management System (early stage development of Moodle in Indonesian and Italian)

Current Picture



Variable use of:

- Video conferencing and digital video compilations

- Website as an information source

- internet learning sites

Current Picture


Dimensioning our digital future

Processes• Reframing Open High School’s core purpose, beliefs and values (2006)

Our journey so far……



• Why does our school exist?Why does our school exist?

• What are we expected to provide?What are we expected to provide?

• What are the students entitled to What are the students entitled to receive?receive?



Produ

ct: S

tude

nt

Achie

vem

ent

Processes: Pedagogy

People: Building relationships

Core Values and Beliefs



• Establish a teams based approach using Focus Groups who are engaged in action research projects

(a) Digital Futures Focus Group

Conducted whole school audit of current digital delivery modes and e-learning readiness assessment. A ‘think tank’ group.

Processes



(b) Database and Digital Knowledge Focus Group

- Assessing existing digital data capture, storage and distribution capabilities within the school.

- Mapping student learning needs and school organisation against future database design requirements.

- Strong focus on partner schools.

Processes



(c) Website and School Intranet Focus Group

Assessing purpose, functionality and accessibility of the school’s website and school’s intranet as primary information and content platforms

(d) Moodle Focus Group

Developing appropriate learning design templates and production protocols for asynchronous lessons to be accessed through school’s learning management system

Processes



(e) Podcasting Focus Group

Assessing purpose, functionality and accessibility of podcasting to deliver digital learning content and information. Also examining technical feasibility of audio and video streaming.

(f) Materials Production Focus Group

Developing consistent materials production and publishing protocols that incorporate online content standards

Processes



(g) Quality Teaching Focus Group

Cross faculty reference group with a focus on:

• mapping NSW Quality teaching framework against instructional design of learning materials (print & digital)

• Developing scope & sequence of learning activities within a learning program (incl face to face classes, telephone lessons and video conferences).

Processes



(h) SMS Focus Group

Assessing benefits, costs and technical aspects of integrating an automated SMS messaging service into the schools student management database.

Processes



Bringing it all together

School Executive

Digital Futures

Website

Teaching & Technology Committee

Moodle Database

Podcasting SMS Materials Production

Quality Teaching

= senior exec


Pedagogical foundations Pedagogical foundations • RRelationship building through collaborative learningelationship building through collaborative learning

• AAccessible & achieveable curriculumccessible & achieveable curriculum

• IImmediacy of feedback & responsemmediacy of feedback & response

• SSupportive & proactive learning support structuresupportive & proactive learning support structures

• EExpectations that are high and shared by all xpectations that are high and shared by all stakeholders - a no excuses schoolstakeholders - a no excuses school


Professional Learning for a Digital Future

• Personal learning program based on an ICT skills and Personal learning program based on an ICT skills and e-learning pedagogy self assessment tool e-learning pedagogy self assessment tool

• Supported through ‘e-champion’ mentor programSupported through ‘e-champion’ mentor program

• Action research based - focused on a key area of Action research based - focused on a key area of interest. Shared across the school and NSW DE interest. Shared across the school and NSW DE networknetwork

• Cross faculty, team based and collaborativeCross faculty, team based and collaborative


A Blended Learning Model


Blended LearningBlended Learning

What is it?What is it?

A curriculum delivery solution that combines several different A curriculum delivery solution that combines several different delivery methods such as collaboration software, Web based delivery methods such as collaboration software, Web based courses and digital media formats such as CD/DVDcourses and digital media formats such as CD/DVD

Blended learning is also used to describe learning that mixes a Blended learning is also used to describe learning that mixes a variety of event based activities including face-to-face classrooms, variety of event based activities including face-to-face classrooms, live e-learning via conferencing and self paced/self assessed online live e-learning via conferencing and self paced/self assessed online learninglearning

A Blended Model of E-LearningA Blended Model of E-Learning

SKILLS ATTITUDES

COMPETENCIES

Open HS E-Learning Management System

Models of Blended E- LearningModels of Blended E- Learning

DimensionDimension WhyWhy HowHow

SKILLSSKILLS Learning specific Learning specific knowledge and knowledge and skills requires skills requires regular feedback regular feedback and support from and support from the teacher, mentor the teacher, mentor or peer.or peer.

create a group-learning plan that's self-create a group-learning plan that's self-paced but has a clear structure and strict paced but has a clear structure and strict schedule/timeframeschedule/timeframe

pad self-paced learning material with pad self-paced learning material with teacher-led overview and closing teacher-led overview and closing sessions sessions

demonstrate procedures and processes demonstrate procedures and processes through synchronous online learning or a through synchronous online learning or a traditional classroom setting traditional classroom setting

provide email support provide email support

design long-term projects design long-term projects



Attitudes Attitudes Content that deals Content that deals with developing new with developing new attitudes and attitudes and behaviors requires behaviors requires peer-to-peer peer-to-peer interaction and a interaction and a risk-free risk-free environment.environment.

hold synchronous Web-based meetings hold synchronous Web-based meetings (Webinars)(Webinars)

assign group projects (to be completed assign group projects (to be completed offline) offline)

conduct role-playing simulationsconduct role-playing simulations

Collaborative problem solving of real Collaborative problem solving of real world events world events



Competencies Competencies To capture and To capture and transfer tacit transfer tacit knowledge, learners knowledge, learners must interact with must interact with and observe and observe ‘experts’.‘experts’.

assign mentors and expert tutors assign mentors and expert tutors

develop a knowledge repository develop a knowledge repository (LCMS/LMS) – animations, video clips, (LCMS/LMS) – animations, video clips, flow charts etcflow charts etc

Provide opportunities for students to Provide opportunities for students to publicly demonstrate competencies to publicly demonstrate competencies to referenced standardsreferenced standards


P =

D =

F =

What would the digital layer look What would the digital layer look like…?like…?

Internet TelephonyTeleconferencingMessage capture

Interactive Whiteboard ConferencingSynchronous/AsynchronousText & audio captureScreen capture

Email/ Chat & bulletin board (SIBE)Synchronous/AsynchronousModerated Archived

Student administration Database (FMPro)

Learning Management System (MOODLE)

CD/DVDAudio - mp3Video – mpegText – pdfPlayers, readers, drivers etc

PodcastingAudioVideoText

SMS Text MessagingAutomated broadcastDay to Day needs

School WebsiteInformation updatesContent downloadLMS Gateway

INTERACTIVITY/ENGAGEMENT TOOLS

CURRICULUM/INFO DELIVERY PLATFORMS

Online LessonsAsynchronousMonitored

Learning Engagement & Technology

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Open High School Digital Futures Project 2006

Digital Assets Library

W














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• Dynamic Single Field Relational Database (FM Pro 8.5)

• Remote Access 24/7

• Linked to Thin Client (ERN driven)

• Web Compliant (Will talk to website and intranet solutions)














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• Web Based (Remotely hosted)• Linked to Tale & CPC• Subscribed Access & managed rights• Each asset linked to a common referencing protocol• Remote Access 24/7• User Modifiable (Metadata Descriptor)• Automatic update advice to user














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• Australian designed (WA) for schools

• Open Source

• Stable and secure environment

• Subscribed Access & managed rights














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Online lessons will have capability for students to log on 24/7 through either the school’s website or LMS Server, download lesson templates, complete the learning activities as guided and then upload to either a bulletin board or secure mailbox. This will trigger a pre-formatted message to their teacher’s mailbox that their response has been sent.














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Interactive whiteboard conferencing allows student and teacher to interact synchronously using desktop technologies to exchange text, graphics, audio and video as part of an individual or group lesson. For students unable to participate, the conference can be captured and uploaded as a podcast or distributed to the student on CD/DVD














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Interactive Whiteboard and accompanying telephone lessons are a powerful combination in languages learning by distance. Shared desktop technology + real time audio enables students to develop listening and speaking skills and make connections to associated text passages more effectively.














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Drill/Repeat learning through self assessment. Repeat attempts to reach required proficiency level. Ongoing monitoring by teacher. Online validation assessment at end of learning unit














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WSynchronous/Asynchronous chat rooms and bulletin boards facilitated and captured through LMS and archived through Student Admin Database














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Interactive Whiteboard Sessions can be captured and uploaded through the school’s website or made available as archival resources through LMS














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WAll interactive whiteboard sessions to be recorded on student administration database














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Telephone lessons and contacts recorded in Student Admin Database. Messages and lessons able to be captured and archived














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Captured interactive Whiteboard sessions downloadable through LMS














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Database enables user to select and compile digital learning assets for individual learners














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Telephone/teleconference lessons captured and recorded on CD/DVD














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School website as gateway to LMS Login/password and time constrained access














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Student access to school website recorded by Student Admin Database. Remote access to Student Admin Database by teachers (marking & reports) 24/7














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Student’s self assessment triggers LMS to send SMS text message via Student Admin Database to student, Home School Supervisor, Parent/Carer & Home School Principal, Kevin Rudd, Sylvia & God














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Podcasts of audio, text and video triggered by student’s self assessments through LMS. SMS text message triggered to student and recorded by Student Admin Database














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WSMS text messages automatically or manually generated and recorded by Student Admin Database. Linked to LMS














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Digital Resource Library managed through Database. Digital resource compilations recorded and dispatched through Student Admin Database for batch CD/DVD production














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Students subscribe to podcasting service. Also provided with an SMS text message when new audio, text or video content is uploaded to school website. Upload/download recorded by Student Admin Database














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WDigital content uploaded via podcast also available on CD/DVD














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WSchool website serves as our information desk + portal to LMS and other interactivity tools


Student Management Database

Four modules

(1) Student Record Card

- records marks and grades against generic or individualised learning program

- tracks and monitors dispatch of learning materials, student feedback, assort mailouts, phone lessons, field service visits, online lessons, supervisor/parent contact and other aspects of student’s learning program

- Enables whole group or cohort progress monitoring

- Automatically generates name, address labels for rapid dispatch

Dimensions


Student Management Database

Four modules

(2) Student Progress Reports – linked to Student Record Card, pull down comments, spell check, incorporates A-E scale, automated validation & collation

(3) Mailroom Register – date stamps all mail in & out and registers against Student Record Card

(4) Staff Management – contact details, teacher load & student allocations, attendance & leave, prof learning register

Dimensions


LEARNING MANAGEMENT SYSTEM

Multi Object Online Digital Learning Environment (Moodle)

(1) Open source, free and developed in Australia (WA)

(2) World’s most rapidly growing and best supported LMS

(3) Tracks and monitors logins and time actively engaged in learning

(4) Tracks and records students’ self assessment

(5) SQL database compliant ie web enabled and integrated to most databases (FM Pro, 4D, MYSQL, Oracle)

(6) Provides multi template learning design modules

Features


DIGITAL LEARNING PARADIGMS

CHALLENGE CONVENTIONAL WISDOMS ABOUT TEACHING AND LEARNING

SOME KEY FUNDAMENTALSSOME KEY FUNDAMENTALS

KIDS LEARN DIFFERENTLY TO THE WAY KIDS LEARN DIFFERENTLY TO THE WAY WE WERE TAUGHT TO LEARNWE WERE TAUGHT TO LEARN

INFORMATION TECHNOLOGY IS INFORMATION TECHNOLOGY IS SHAPING THE NATURE, STORAGE, SHAPING THE NATURE, STORAGE, DISTRIBUTION AND USE OF DISTRIBUTION AND USE OF KNOWLEDGEKNOWLEDGE

CONSEQUENTLY CONSEQUENTLY

Teacher’s mindsets have to change Teacher’s mindsets have to change to effectively address changing to effectively address changing paradigms of teaching and learning paradigms of teaching and learning in a digital environment.in a digital environment.

A simplified and generalised A simplified and generalised starting point….starting point….

Four x Four Paradigm of Four x Four Paradigm of Online LearningOnline Learning

Four Structures of Learning Four Structures of Learning ExperienceExperience

The Four x Four Paradigm of Online The Four x Four Paradigm of Online LearningLearning

Specified Tasks

Open-ended, strategic

Learner

Managed

Teacher

Controlled

Teacher determined

task specific NW

Teacher determined

Open ended SW

Learner managed

Open ended SE

Learner managed

Task specific NE

Four dimensions of learner Four dimensions of learner managementmanagement

The Four x Four Paradigm of Online The Four x Four Paradigm of Online LearningLearning

Specified Tasks

Open-ended, strategic

Learner

Managed

Teacher

Controlled

Dialogue

Learner Involvement

Support/Teacher Role

Control

Some definitionsSome definitions DialogueDialogue – refers to the pattern, direction and – refers to the pattern, direction and

distribution of instructional conversation between distribution of instructional conversation between student-teacher as well as student-studentstudent-teacher as well as student-student

Learner InvolvementLearner Involvement – refers to learner – refers to learner management strategies (individualised vs groups, management strategies (individualised vs groups, collaboration vs structured directioncollaboration vs structured direction

Support/Teacher RoleSupport/Teacher Role – refers to nature and – refers to nature and extent of control and direction the teacher exerts extent of control and direction the teacher exerts in the learning experiencein the learning experience

ControlControl – refers to the allocation of ownership – refers to the allocation of ownership and control of the learning activity provided to and control of the learning activity provided to the student(s)the student(s)

Four x Four Paradigm of Online Four x Four Paradigm of Online LearningLearning

DialogueDialogue Learner Learner InvolvementInvolvement

Support/Support/Teacher Teacher RoleRole

ControlControl

Teacher Teacher Determined, Determined, Task Task SpecificSpecific

Learner Learner Managed, Managed, Task Task SpecificSpecific

Teacher Teacher Determined, Determined, Open EndedOpen Ended

Learner Learner Managed, Managed, Open EndedOpen Ended

DIMENSIONS

STRUCTURES

The Paradigm Grid of Online The Paradigm Grid of Online LearningLearning


Support/Teacher Support/Teacher RoleRole

ControlControl

Teacher defines & Teacher defines & controls online controls online dialogue and dialogue and interaction.interaction.

Student responds to Student responds to teacher’s questions teacher’s questions and mini tasks.and mini tasks.

Dialogue with peers Dialogue with peers is specified as part is specified as part of task.of task.

Focus of dialogue isFocus of dialogue is

usually task-usually task-orientedoriented

problem solving.problem solving.

Little or no scope Little or no scope for learner to for learner to influence content.influence content.

Activity is strictly Activity is strictly defined and defined and related to a pre-related to a pre-set task.set task.

Learning website Learning website is structured to is structured to lead the learner lead the learner directly to specific directly to specific information.information.

Students can Students can access access information from information from the website the website before, during or before, during or after real time after real time sessions.sessions.

From teacher only viaFrom teacher only via

e-mail, phone calls.e-mail, phone calls.

Scheduled face-to-Scheduled face-to-face meetings.face meetings.

Main feedback is from Main feedback is from teacher.teacher.

Teacher as instructor.Teacher as instructor.

Learner control is Learner control is confined to confined to responses to responses to tasks.tasks.

Some learner Some learner control over control over sequencing and sequencing and level of level of engagement.engagement.

Teacher controls Teacher controls the reading the reading materials, the materials, the content to be content to be learnt and learnt and deadlines.deadlines.

Tea

cher

det

erm

ined

, tas

k sp

ecif

ic


Tea

cher

det

erm

ined

, tas

k sp

ecif

ic

Provide easy access to technical support

ADVICE FOR THE NORTH-WEST QUADRANT

Structured text that clearly directs students to desired goals and learning outcomes results in more efficient use of time and clearer interpretation of the task.

Structured online discussions during ‘real’ class time.

Make online participation a requirement. Create reasons to participate.


Lea

rner

man

aged

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ic DialogueDialogue Learner Learner InvolvementInvolvement

Support/Support/Teacher RoleTeacher Role

ControlControl

Teacher sets out the Teacher sets out the

general general

responsibilities and responsibilities and

procedures, but not procedures, but not

participation, participation, content content

or use.or use.

Scope is defined to Scope is defined to

task.task.

Student managed Student managed

dialogue with other dialogue with other

students, peers and students, peers and

experts is experts is

facilitated. facilitated.

Task-focused self Task-focused self

managed groups.managed groups.

Groups can be Groups can be self self

selected and/or selected and/or self moderated.self moderated.

Learner is able to Learner is able to

relate or adapt relate or adapt

tasks to his or her tasks to his or her

own own circumstances. circumstances.

Teacher provides Teacher provides advice on the nature advice on the nature of the task, learning of the task, learning goals and outcomes.goals and outcomes.

Support is mainly by Support is mainly by e-mail, or tutor e-mail, or tutor moderated discussion moderated discussion groups.groups.

Students provide Students provide feedback to members feedback to members of their own group of their own group and others.and others.

Teacher as coachTeacher as coach

Conduct of tasks Conduct of tasks is up to the is up to the learner.learner.

Emphasis is on Emphasis is on navigable links to navigable links to a variety of a variety of sources.sources.

There is use of There is use of resources outside resources outside formally formally prescribed prescribed materials.materials.

Learner has wide Learner has wide discretion over discretion over activities, content activities, content and learning and learning outcomes. outcomes.


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ADVICE FOR THE NORTH-EAST QUADRANT

Keep groups small.

Assign students roles and makes these roles clear and explicit.

Groups with appointed leaders tend to solve tasks more effectively.

Provide training in online social behaviours – ‘netiquette’.


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Develop strategies that enhance two-way interaction.

ADVICE FOR THE NORTH-EAST QUADRANT

Make it a requirement that students respond to others contributions.

Motivation increases when students realise their work will be displayed – the digital portfolio approach.

Develop a course structure that allows students to always know what they are doing and what needs to be done next.


Tea

cher

det

erm

ined

, op

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ed DialogueDialogue Learner Learner InvolvementInvolvement


ControlControl

Wide range of Wide range of dialogue styles dialogue styles (synchronous – (synchronous – asynchronous).asynchronous).

Teacher establishes Teacher establishes and moderates and moderates student roles ie student roles ie students students participating as participating as leaders or leaders or respondents in respondents in discussionsdiscussions

Dimensions of Dimensions of dialogue although dialogue although fluid are within fluid are within teacher determined teacher determined boundariesboundaries

Student Student commences with commences with solo activities solo activities then into groups.then into groups.

Text may be Text may be onlineonline

Locations for Locations for students to students to upload upload ‘discoveries’ ‘discoveries’ (links, data and (links, data and content)content)

Opportunities for Opportunities for students to create students to create something of their something of their ownown

Group activity is Group activity is mainly confined mainly confined to the course to the course group.group.

Tutor support is Tutor support is predominantly online predominantly online and occasionally face-and occasionally face-to-face.to-face.

Teacher feedback is Teacher feedback is generally in the form generally in the form of guidance and of guidance and facilitating rather facilitating rather than providing than providing answers.answers.

Teacher as guide. Teacher as guide.

Learner has Learner has control of specific control of specific learning goals learning goals within the within the generalised generalised goals.goals.

Learners manage Learners manage their own their own unstructured unstructured discovery discovery activities within activities within given given parameters.parameters.

Learners are free Learners are free to set their own to set their own personal goals personal goals within the within the generalised generalised activity.activity.


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Structure the learning environment to promote co-operation within groups.

ADVICE FOR THE SOUTH-WEST QUADRANT

Provide examples and instruction of ways to work online in groups (model ways to have a lively dialogue).

Creation of labels to allow students to structure the dialogue.


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Keep dialogue on topic through carefully designed questions, guidelines for learners and online summaries.

ADVICE FOR THE SOUTH-WEST QUADRANT

Categorise messages, summarise threads of discussion.

Provide steps in the problem-solving process.

The Paradigm Grid of Online LearningThe Paradigm Grid of Online LearningL

earn

er m

anag

ed, o

pen

en

ded



ControlControl

Self or Self or collaboratively collaboratively

(peer group) (peer group) directed.directed.

Wide discretion Wide discretion over over

choice of discussion choice of discussion

groups from peers groups from peers

to ‘public’ special to ‘public’ special

interest groups.interest groups.

Asynchronous Asynchronous

dialogue with other dialogue with other

specialists.specialists.

External sources of External sources of

specialist specialist assistance.assistance.

Total involvement Total involvement in the learning in the learning activity.activity.

Student can be Student can be working alone or working alone or in a team.in a team.

Learners relate Learners relate their learning to their learning to their own their own personal, personal, vocational and vocational and academic needs.academic needs.

Contacts with teacher Contacts with teacher initiated and initiated and monitored by the monitored by the learner.learner.

Teacher is in the Teacher is in the background, offering background, offering advice on procedures advice on procedures and resources.and resources.

Feedback is sought Feedback is sought from a variety of from a variety of sources and experts.sources and experts.

The structure and The structure and design of the online design of the online learning facilities learning facilities gives learner gives learner considerable considerable discretion.discretion.

Teacher as facilitator.Teacher as facilitator.

The learner The learner determines the determines the goals and goals and outcomes and outcomes and monitors own monitors own progress. progress.


The role of the tutor, and the amount and level of tutor participation, should be clearly defined.

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ed ADVICE FOR THE SOUTH-EAST QUADRANT

Embed prompts and other ways for students to interact with the content in order to make the thinking process clear.

Provide synchronous events (along with asynchronous events) to maintain student enthusiasm and a ‘real time’ sense of participation.

Develop criteria for students to assess each others’ work.


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• Remember that ‘free for all’ open discussions do not usually work.

ADVICE FOR THE SOUTH-EAST QUADRANT

Provide guidelines and carefully designed questions.

Create a structure to make teams collaborate (solve problems through a voting system: write collaborative assignments by dividing tasks into sections).

Beware that learners could become so involved in browsing that they might not be thinking about the learning related to specific subject matter.

Mission Possible….? Choose Mission Possible….? Choose oneone Design a ‘Four x Four Paradigm’ model for online Design a ‘Four x Four Paradigm’ model for online

languages learning using the same dimensions languages learning using the same dimensions (Dialogue, Learner Involvement, Teacher Support, (Dialogue, Learner Involvement, Teacher Support, Control)Control)

Develop a ‘Four x Four Paradigm’ model for Develop a ‘Four x Four Paradigm’ model for online languages learning using four different online languages learning using four different dimensions.dimensions.

Develop a Four x ‘n’ Paradigm model for online Develop a Four x ‘n’ Paradigm model for online languages learning using a different number of languages learning using a different number of dimensions.dimensions.

Create a separate model each for speaking Create a separate model each for speaking listening reading and writing.listening reading and writing.

Thank youThank you

open hs digital futures presentation sdd t1 07

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